Improving Coherence of the Students' Sentences by Applying Thematic Progression and Personal Blog in the Sentence-Based Writing Class

This study was aimed at describing what kinds of thematic progressionpatterns mostly employed by the students, describing how to applythematic progression theory and personal blog in the sentence-basedwriting class, and finding out whether the use of thematic progressiontheory and personal blog give positive significances to coherence of thestudents‘ sentences. This is an action research study employing twocycles. The subject of the study was 24 students of group 2, in a class ofsentence-based writing (SBW), and the object of the study was students‘sentences created by the students in the teaching and learning process(TLP). The result of the study shows that thematic progression patternsmoslty employed by the students are constant theme pattern followed byzig zag and multiple theme patterns. In TLP, the materials were devidedand given to the students in two cycles. The first cycle focused onintroducing the thematic progression theory and its kinds of patterns.Then, in the next cycle the students focused on sharing ideas with otherclassmates via individual blogs. Based on the result of the study, teachingSBW using thematic progression theory gives its positive significance byvaried patterns used by the students. It can be seen from the analysis ofthe students‘ sentences from pretest, paragraf 1, paragraf 2, paragraf 3and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs basedon the pre and post test questionnaire data. It is hoped that the result ofthe study gives positive contribution to the students in preparing them towrite in bigger contexts - paragraph-based writing, genre-based writngand academic writing in the next coming semesters. Penelitian ini bertujuan untuk mendeskripsikan apa jenis polaperkembangan tematik yang sebagian besar digunakan oleh siswa,menjelaskan bagaimana menerapkan teori perkembangan tematik danblog pribadi dalam kalimat berbasis kelas menulis, dan mencari tahuapakah penggunaan teori perkembangan tematik dan blog pribadimemberikan signifikansi positif terhadap koherensi kalimat siswa . Inimerupakan studi penelitian tindakan dengan dua siklus. Subyekpenelitian ini adalah 24 siswa dari kelompok 2, dalam kelas berbasiskalimat menulis (Sentence-Based Writing-SBW ), dan obyek penelitianini adalah kalimat yang dibuat oleh mahasiswa dalam proses belajarmengajar (Teaching and Learning Process-TLP ). Hasil penelitianmenunjukkan bahwa pola perkembangan tematik yang banyak digunakanoleh siswa yaitu pola tema tetap diikuti oleh zig zag dan beberapa polatema . Di TLP, materi dibagi dan diberikan kepada siswa dalam duasiklus . Siklus pertama difokuskan pada memperkenalkan teoriperkembangan tematik dan macam-macam pola. Kemudian, pada siklusberikutnya siswa difokuskan pada berbagi ide dengan teman sekelas lainmelalui blog masing-masing. Berdasarkan hasil penelitian, mengajarSBW menggunakan teori perkembangan tematik memberikan maknapositif oleh pola bervariasi yang digunakan oleh para siswa . Hal inidapat dilihat dari analisis kalimat siswa dari pretest, paragraf 1, paragraf2, paragraf 3 dan post test. Para siswa juga memberikan respon positifterhadap proses belajar mengajar dengan menggunakan perkembangantematik dan blog pribadi yang didasarkan pada sebelum dan setelah datates kuesioner. Diharapkan hasil penelitian ini memberikan kontribusipositif bagi siswa dalam mempersiapkan mereka untuk menulis dalamkonteks yang lebih besar- paragraf berbasis menulis (paragraph-based writing), berdasarkan genre writng dan menulis akademik di semesteryang akan datang.


Introduction
Writing is the most difficult language skill. It is also considered as the most complicated language skill to be learned, compared to other language skills. In writing process, students always involve creative thinking skill. It is also supported by tight rules. Endang (2005: 147) FODLPV WKDW ³:ULWLQJ DV RQH RI IRXU ODQJXDJH VNLOO ZULWLQJ KDV DOZD\V occupied a place in most English language course, and one of the reasons is that more and more people need to learn to write in English for occupational or academic purposes and the most difficult skill to master IRU IRUHLJQ ODQJXDJH OHDUQHUV ´ 0DVWHULQJ YRFDEXODULHV DQG WHQVHV become the main key to get a good writing. Students have to choose appropriate vocabularies to arrange words to be a sentence and develop it to be paragraph. Besides that, students also have to use a compatible tense to express an event in certain time. Writing skill is the one which has to be mastered by students.
Since writing is the most difficult language skill, students face a lot of problem. In this research, the writer will focus on descriptive texts.
The students could not describe things, places, and a person in detail because they do not have any ideas when they are asked to describe them. They were lazy and bored if the teachers asked them to write something even it just writes a descriptive text. There were many students that lack of motivation in writing, so there are many of them got bad score in writing. Besides that, some of them did not know what they should write. The other problems which also emerged are choosing the topic, arranging paragraph and using of vocabulary.
The problems above are also faced by students of MTs Muhammadiyah 1 Cekelan in second years. Based on the interview with Mrs. Asri Pamungkas as the English teacher, the writer concluded that the students of MTs Muhammadiyah 1 Cekelan faced serious problem in constructing and arranging sentences as well. They were still confused to determine words to describe something. They used to do mistake when WKH\ XVHG VLPSOH SUHVHQW WHQVH 6RPHWLPHV WKH\ IRUJRW WR DGG ³-s / -HV´ on the verb when they used third personal pronoun as a subject. They usually used pattern of past tense to make a paragraph of descriptive text.
Besides that, they were in difficult to express their memory about things which they wanted to describe. In the other case, they wrote similar description with their chair mate. They did not have enough selfconfident to make their own sentences.
MTs Muhammadiyah 1 Cekelan has been decided 70 for their VWXGHQWV ¶ VFRUH RI PLQLPDO SDVVLQJ JUDGH FULWHULD 7KRXJK DOO RI WKHP KDG to pass the minimum score, they were still in low range in 50 to 65. In order to solve the problems, the researcher tries to apply a teaching model named mind mapping technique. ³0LQG 0DSSLQJ PHUXSDNDQ DODW SDOLQJ KHEDW \DQJ PHPEDQWX RWDN EHUSLNLU VHFDUD WHUDWXU ´ (Mind Mapping is the most excellent tool which helping mind to think regularly.) (Buzan, 2006: 4). This strategy can make students easily to remember things which they want to described. It can be supported with several things such as color pencil, paper, picture, etc. the, it can be connected with lines in order to make their imagination colorful and more interesting toward writing skill.
This research is focusing on the ability in writing descriptive text especially in describing people and animal. The subject of the research is the second years students of MTs Muhammadiyah 1 Cekelan. The UHVHDUFKHU FRQFHUQHG RQ WKH VWXGHQWV ¶ LPSURYHPHQW RI JUDPPDU DQG vocabulary mastery in writing descriptive texts. It will be known by pretest and post-test phases. Buzan (2005: 6) claims that a mind map is a powerful graphic technique which provides a universal key to unlock the potential of the brain. It harnesses the full range of cortical skills ± word, image, number, logic, rhythm, color, and spatial awareness ± in a single, uniquely powerful manner. In so doing, it gives you the freedom to roam the infinite expanses of your brain. The Mind Map can be applied to every aspect of life where improved learning and clearer thinking will enhance human performance. The human brain works to process information through observation, reading or hearing about something organized as functional relationship between concept and keyword. It is not partially separated from each other and is not in narrative form complete sentences.

Mind Mapping
The mind mapping strategy can be used to explore almost topics in writing such as narrative, descriptive, recount, persuasive, argumentative, essay, and etc. Students can improve their ideas and lend themselves to discussing ideas in groups. According to Buzan (2006: 31), mind mapping can be used in many activities, such as mind mapping to communicate and do presentation, to plan family activities.

Writing Skill
The term of skill is defined as ability. Concisely, writing ability is the skill to express idea, thought, and feeling to other in writing symbol to make other people or readers understand the idea conveyed. Larry (2003: 121) states that writing is the process of transferring thoughts from mind onto paper to share with readers while readily admitting that composing text to communicate their ideas is tough sledding.
On the other hand, Gelb (1962) explains that writing is clearly a system of human intercommunication by mean of conventional visible mark. Writing began at the time when man learned how to communicate his thought and feeling by means of visible signs, understandable not only to himself but also to all other people more or less initiated into the particular system.

Research Methodology
The research was conducted at MTs Muhammadiyah 1 Cekelan, Boyolali. It was located on small village that rounded by four villages.

Discussion
The data was obtained from the teaching learning process and evaluation.
The analysis is to measure students writing skill improvement in teaching learning process. It was consisted of two cycles, as follow: Cycle I

Planning
The writer made lesson plans for cycle 1. He planned two topics. The topics were Person and Animal. In deciding them He had discussion with English teacher in MTs Muhammadiyah 1 Cekelan.
He planned two meetings in each cycle because of the limitation of time and it was consisted of two cycles. He made one lesson plan for each cycle. He planned little different activities of each cycle. He planned pre-test and post-test to know their writing improvement after the action. Students were asked to produce descriptive text. It was given in every meeting. In this step, the writer prepared some RWKHU SUHSDUDWLRQ +H DOVR SUHSDUHG PDWHULDOV VWXGHQWV ¶ DWWHQGDQFH teaching aid, sheet for classroom observation sheet and process observation sheet.

Action a. First Meeting
The first activity was conducted on Friday, September 20 th 2013. Before the writer began the class, he gave pre-test to obtain the data before the students got the treatment. Then, the writer led them to the lesson, he focused on introducing mind mapping and re-WHDFKLQJ GHVFULSWLYH WH[W +H WRRN WRSLF ³'HVFULELQJ 3HUVRQ´ 7KH VWXGHQWV ZHUH VWLOO FRQIXVHG DERXW PDWHULDOV DQG WKH method. In order to the writer/teacher should teach more in next meeting.

b. Second Meeting
The second meeting in cycle 1, on Wednesday, September 25 th 2013, the writer continued the lesson in first meeting. In this meeting the writer focused to combine descriptive text and mind mapping. He led the students to practice to make their hand writing using mind mapping. The students could practice well, it was better than first meeting. Before closing the meeting, the writer who took place as the teacher gave post-test to know the VWXGHQWV ¶ GLIIHUHQFH EHIRUH DQG DIWHU JRW WUHDWPHQW 7KH GDWD ZDV gotten as follows:

Observation
In the process of observation in cycle 1, the writer got the data presentation from the English teacher (Mrs. Asri) as collaborator.
She made the observation more objective and easier. By monitoring WKH VWXGHQWV ¶ DFWLYLW\ LQ WKLV DFWLRQ ZH FRXOG VHH WKDW WKH\ ZHUH enthusiastic although in the fact there were some students who were confused about the material given. It was caused by the first time for them in English class using mind mapping technique. Although, they were confused, they were interested in this lesson. It could be seen in their effort to understand the lesson by asking their friend.

Reflection
After analyzing the result of action in cycle 1, the writer and the observer (Mrs. Asri Pamungkas) can conclude that the researcher should give brief explanation about the function of mind mapping to improve writing skill because there were some students cannot practice well. Some students did not understand yet about descriptive well, so that they made mistakes in constructing sentences.
Cycle I also has shown that there were little improvements from students. It can be seen from the average of post-test that shows 65,15. It increased from the test before. Although it was not big improvement but it is better from the pre-test, because the average of pre-test just gets 57,03. Based on the passing grade criteria (KKM) which decided at 70,00, the post-test shows there were 13 students who could pass from KKM, it is twofold bigger then pre-test with the result 4 students.
Therefore in the next cycle the researcher should give more motivation to the students in order to they can improve their achievement.

Planning
In cycle II, the writer made similar preparations like in cycle I.

Action a. First Meeting
As cycle I, the writer gave students pretest to obtain the second data. In this cycle the writer focused on practice to produce text using mind mapping method.

b. Second Meeting
It was last meeting; the students could show good improvement. They could practice the method well. Although, they could show good improvement, but there were three students who cannot pass the passing grade criteria. In order to close meeting, the writer gave last test, it was post-test. It was obtained data as follows:

Reflection
Cycle II showed the significant differences than cycle I.
Almost of the students can pass the Passing Grade Criteria (KKM).
There are 31 students have passed KKM and 3 students have not passed yet.
After analyzing the result of cycle I and cycle II it can be concluded that the research got good result from activities of teaching descriptive text using mind mapping. It can make students easier in understanding the lesson. They also become more active to   2. The process of teaching and learning descriptive writing using mind mapping method is going smoothly. Most of the students are enthusiastic to make hand writing in mind mapping that collaborated with colors pen. It can be seen on the result of observation in the class that is most of the students feel enjoy and happy in the teaching and learning process. It also can be proven of the students are active to answer some questions and create their own hand writing using mind mapping. The implementation of mind mapping method in writing descriptive of the second year students of MTs Muh 1